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Academic literature on the topic 'EXAM PAPERS WITH ANSWERS'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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Journal articles on the topic "EXAM PAPERS WITH ANSWERS"

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Herdian, Herdian, and Dyah Astorini Wulandari. "Ketidakjujuran Akademik pada Calon Guru Agama." Psikologia : Jurnal Psikologi 2, no. 1 (2018): 1. http://dx.doi.org/10.21070/psikologia.v2i1.1258.

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The purpose of this study is how the forms of dishonest behavior in situations doing paper work, mid semester exam and final exam of the semester and describe the purpose of behaving dishonestly. Participants in this study are 29 students of 4th semester of Islamic studies education program at university x in Purwokerto. This research uses qualitative method with vignette open questionnaire data retrieval tool known as method to reveal values in individual and data analysis using content analysis. Based on the results of this study revealed that the task situation is the most used situation by students to do academic dishonesty. Academic forms of academic dishonesty work on paper assignments, mid semester exam and final semester exam is asking / asking answers, cheating / looking at friends' answers, quoting blogs, copying paste, copying answers, opening small papers. While the purpose of academic disagreement on the situation of doing paper assignments, mid semester exam and final exam of the semester that is to be / easy to do, work completed / quickly completed, for friends to teach / get answers, not difficult in doing, accurate answers, good value, -same cackling with friends and borrowing to copy.

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Yuksel, Mehmet Erkan, and Huseyin Fidan. "A Decision Support System Using Text Mining Based Grey Relational Method for the Evaluation of Written Exams." Symmetry 11, no. 11 (2019): 1426. http://dx.doi.org/10.3390/sym11111426.

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Grey relational analysis (GRA) is a part of the Grey system theory (GST). It is appropriate for solving problems with complicated interrelationships between multiple factors/parameters and variables. It solves multiple-criteria decision-making problems by combining the entire range of performance attribute values being considered for every alternative into one single value. Thus, the main problem is reduced to a single-objective decision-making problem. In this study, we developed a decision support system for the evaluation of written exams with the help of GRA using contextual text mining techniques. The answers obtained from the written exam with the participation of 50 students in a computer laboratory and the answer key prepared by the instructor constituted the data set of the study. A symmetrical perspective allows us to perform relational analysis between the students’ answers and the instructor’s answer key in order to contribute to the measurement and evaluation. Text mining methods and GRA were applied to the data set through the decision support system employing the SQL Server database management system, C#, and Java programming languages. According to the results, we demonstrated that the exam papers are successfully ranked and graded based on the word similarities in the answer key.

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Aras, Irwin, Gandes Retno Rahayu, and Yayi Suryo Prabandari. "Persepsi Dampak Ujian dengan MCQ terhadap Proses Belajar Mahasiswa Fakultas Kedokteran." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 3, no. 3 (2014): 162. http://dx.doi.org/10.22146/jpki.25240.

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Background: Multiple choice question (MCQ) has been used widely as a method to assess the achievement of learning outcomes. MCQ as an assessment instrument may give both expected and unexpected impact. The research’s objective is to identify the impacts of MCQs in term of the structure, content, information and regulation on the learning process of student at Medical Faculty Hasanuddin University Method: The study was a descriptive survey involving 505 medical students from Hasanuddin University who were still in the academic phase, class of 2010, 2011 and 2012. Preliminary study was carried out to explore learning impacts caused by MCQs. Based on the result of preliminary study a questionnaire using rating scale was developed, consisting 92 items of possible learning impacts. Open ended questions were added to get free response from the students. The answers were classified into expected and unexpected learning impacts.Results: The structure, content, information and regulation of the MCQ method gave expected impacts such as learning from many sources (74.4%), group studying (96.2%), mind mapping (37.9%) and re-discussing the exam materials (96.2%). It also gave unexpected impacts such as guessing the answer (44.8%), only studying previous exams (93.5%), cheating (33.7%) and taking pictures of the exam papers (38.2%). Conclusion: Unexpected impacts may occur from the MCQ method, which structurally consists of item flaws, such as only assessing memorizing skills rather than the application of knowledge and incomplete information in the stem. The regulation, in the form of summative exam, will encourage students to prepare themselves more seriously if compared to the formative exam.

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Et. al., Thilagavathi M,. "Blockchain-based Framework for Online Entrance Examination and Score Card Verification System." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 1S (2021): 388–98. http://dx.doi.org/10.17762/turcomat.v12i1s.1868.

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Entrance examinations are a means through which universities select prospective students for admission. Most of the entrance exams are conducted using pen-paper in an offline mode where the number of students appearing is also very high. The current entrance examination system with centralized servers to prone to single point of failure and faces threats with respect to leaks in question papers, copying by students during the exam, impersonation, manipulation of the answers, forging the score cards, difficulty in verifying the authenticity and reliability of score cards by the university, etc. To overcome these issues and to conduct entrance exams online in a secure manner and to make the process of verifying the score card easier, a framework based on private blockchain is proposed in this paper.

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Prior, T. J., and M. Lorch. "A clerical error provides a unique opportunity to study the effect of previously seen exam questions on exam results." New Directions in the Teaching of Physical Sciences, no. 8 (February 12, 2016): 49–52. http://dx.doi.org/10.29311/ndtps.v0i8.495.

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Due to a clerical error identical chemistry exam papers were set two years running. In the second year that the paper was used it was distributed as a ‘past paper’ for use as a revision aid, and lecturers worked through all the questions during classes. The students were also provided with model answers. Despite this, the cohort of students that had seen and reviewed the questions (n=50) performed no better than the previous year’s students (n=68) who had no prior knowledge of the questions. After the mistake was discovered the students were given a short survey to assess their reactions to the paper. Most thought the practice paper had helped them revise, furthermore they did not notice that they had already seen the exam paper. The students’ results and reactions shed doubt on the value of working through exam questions in lessons.

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M. Ismail, Marwa, Bashar S. Bashar, and Bashar B. Qas Elias. "A comparative analysis of an electronic exams versus paper exams between different gender of iraqi students." Indonesian Journal of Electrical Engineering and Computer Science 20, no. 1 (2020): 423. http://dx.doi.org/10.11591/ijeecs.v20.i1.pp423-429.

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<p><span>When students believe they can get smarter, they understand that effort makes them stronger. Therefore, they put in extra time and effort, and that leads to higher achievement. Besides that, the arrangement of question papers and answer sheets process for a high number of students takes a long time. In this paper, the sheet exam has been proposed to change into an electric exam (E-exam). This system depended on the client-server framework to convert the traditional exam environment into an electronic exam, providing multiple and different questions at the same time. In additions, kept the grades of students and providing them automatically. In this paper, Visual Studio and Microsoft SQL server have been proposed to develop the electronic exam. The questionnaire is made by distributed it among 30 students, and after the data analysis, the results have been collected have been represented a response rate of 100%. It is recommended that, to take electronic exams and e-learning for students periodically. To improve their performance through continuous training on computerized exams and to increase the student’s efficiency in this type of learning.</span></p>

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Merieme BELARBI, Fatine, and Abdelkader BENSAFA. "An Evaluation of the Algerian EFL Baccalaureate Exam under the Cognitive Domains of Bloom’s Taxonomy." Arab World English Journal 11, no. 4 (2020): 534–46. http://dx.doi.org/10.24093/awej/vol11no4.34.

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The Algerian English foreign language (EFL) baccalaureate is a high stake exam that assesses both students’ learning and their critical thinking skills. Thus, devising appropriate and effective exam questions may be a problematic issue for tests designers. Under the requirements of the current Algerian English curriculum, the exam questions must cover the lower and higher-order thinking skills of Bloom’s taxonomy. On this basis, this research paper seeks to investigate the effectiveness of the EFL baccalaureate exam papers, and aims to answer the research question: ‘To what extent does the Algerian EFL Baccalaureate exam paper cover the lower and higher-order thinking skills of Bloom’s taxonomy?’ This research is a descriptive content analysis; the researcher analyzed the exam questions of the Algerian EFL Baccalaureate under the cognitive domains of Bloom’s taxonomy. This study is significant as it helps tests’ designers to design practical EFL exams that develop students’ thinking skills and language competencies. The findings of this study revealed that the EFL baccalaureate exam does not establish the students’ higher-order thinking skills and does not assess their communicative abilities. Accordingly, some recommendations are suggested to hopefully help test designers to improve the quality of the EFL Baccalaureate questions.

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Grund, Sven, and Gudela Grote. "Pedagogical aims, course characteristics and their relation to students` behavior: A case study on blended learning." Swiss Journal of Educational Research 26, no. 2 (2018): 305–26. http://dx.doi.org/10.24452/sjer.26.2.4682.

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An exploratory blended learning case study in corporate finance is presented. A detailed description of the actual use of different training materials (books / simulations / self-assessing) and scenarios (online / offline / individual / group learning) is given. This was one of the first blended learning studies integrating different evaluation methods into a systematic user behavior analysis approach. A sample of one hundred sixty one students filled in a user profile questionnaire, used an online diary after each system log out to describe their user behavior, passed a final exam and answered an exams preparation questionnaire. Furthermore we collected log file data. The results show that students preferred to study during the semester and for the exams preparation with papers, self-assessment tasks and Excel-simulations rather than to use interactive discussion forums. We conclude that future blended learning developments should focus on interactive material, clearly link multiple-choice test tasks with the final exam and train students to use blended learning concepts efficiently.

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Handoko, Wiwin, Muhammad Iqbal, and Zulfan Efendi. "PELATIHAN PENERAPAN SIMULAH 1.0 BERBASIS WEB BAGI GURU SMK NEGERI 1 KISARAN." Jurdimas (Jurnal Pengabdian Kepada Masyarakat) Royal 3, no. 2 (2020): 135–40. http://dx.doi.org/10.33330/jurdimas.v3i2.485.

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Abstract: the Daily Exam is an Assessment to carried out each time for this learning. The Implementation of Daily exam in SMK is still done manually and used the question and answer papers, so that the process couldn’t be received and not efficient for this time, as the procedure of the students' exams. This way, that was very difficult for teachers. The program of SIMULAH 1.0 is a web-based information system that we used to manage the exam. Management includes the question management for a teacher, subject, and assessment. This training was conducted to help teachers of SMK Negeri 1 Kisaran to implement this program and more efficient as the daily exam by using the information system. Keywords: daily exam; training; simulah 1.0 Abstrak: Ulangan Harian adalah Penilaian yang dilakukan setiap menyelesaikan satu muatan pembelajaran. Pelaksanaan Ulangan Harian di SMK Negeri 1 kisaran masih dilakukan dilakukan secara manual menggunakan kertas soal dan jawaban sehingga dalam proses pelaksanaannya belum efisien baik dalam waktu maupun pemeriksaan hasil ujian peserta didik tersebut. Hal ini tentunya sangat menyulitkan bagi guru. SIMULAH 1.0 merupakan sistem informasi berbasis web yang digunakan mengelola ujian tersebut. Pengelolaannya meliputi manajemen soal, guru, mata pelajaran dan penilaian. Pelatihan ini dilakukan untuk membantu guru SMK Negeri 1 Kisaran dalam pelaksanaan ujian ulangan harian yang lebih efisien dengan memanfaatkan sebuah sistem informasi.Kata kunci: ulangan harian; pelatihan; simulah 1.0

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Naeem, Asim, Joan Rutherford, and Chris Kenn. "The new MRCPsych Part II exam – golden tips on how to pass." Psychiatric Bulletin 27, no. 10 (2003): 390–93. http://dx.doi.org/10.1017/s0955603600003202.

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“Examinations are formidable even to the best prepared, for the greatest fool may ask more than the wisest man can answer!” (Charles Kaleb Cotton) The MRCPsych Part II examination remains an important milestone (or barrier) for those wishing to pursue higher specialist training in psychiatry. There have been significant changes to the structure of this complex exam, with modification of the multiple choice question (MCQ) and essay papers and the introduction of the critical review paper.With pass rates varying from 39–49% over recent years, it clearly represents a significant hurdle for psychiatric trainees. This article aims to provide specific advice on how best to approach and tackle each of the components of the exam.

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Books on the topic "EXAM PAPERS WITH ANSWERS"

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Administrative law: 1991-1993 examination questions: Suggested solutions. HLT, 1994.

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University of Cambridge. ESOL Examinations. Cambridge certificate in advanced English 1 for updated exam, with answers: Official examination papers from University of Cambridge ESOL examinations. Cambridge University Press, 2010.

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Brunel University. Department of Physics. Exam papers. Brunel University, 1990.

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School of Accounting and Mathematics. Exam papers: Resit. University of Glamorgan, 1998.

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Science, School of Applied. Exam papers: Resit. University of Glamorgan, 1998.

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Science, School of Applied. Exam papers: Resit. University of Glamorgan, 1998.

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Environment, School of the Built. Exam papers: Resit. University of Glamorgan, 1998.

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Electronics, School of. Exam papers: Resit. University of Glamorgan, 1998.

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Technology, School of Design and Advanced. Exam papers: Resit. University of Glamorgan, 1998.

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Computing, School of. Exam papers: Resit. University of Glamorgan, 1998.

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Book chapters on the topic "EXAM PAPERS WITH ANSWERS"

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Schellenberg, Rita. "Practice Exam Answers." In The School Counselor’s Desk Reference and Credentialing Examination Study Guide. Routledge, 2017. http://dx.doi.org/10.4324/9781315545523-10.

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Kiefer, Jack Carl. "Math 371 Final Exam." In Collected Papers. Springer US, 1985. http://dx.doi.org/10.1007/978-1-4613-8505-9_63.

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Kouli, Omar, and Mostafa Khalil. "Questions & Answers." In The Duke Elder Exam of Ophthalmology. CRC Press, 2019. http://dx.doi.org/10.1201/9780429275081-17.

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Tan, Charlene. "Examining the Exam Papers." In Learning from Shanghai. Springer Singapore, 2012. http://dx.doi.org/10.1007/978-981-4021-87-6_11.

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Klaassen, Michael F., and Earle Brown. "The Art of Writing Exam Answers." In An Examiner’s Guide to Professional Plastic Surgery Exams. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0689-1_5.

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Cosmina, Iuliana. "Resources and Quiz Answers." In Pivotal Certified Spring Web Application Developer Exam. Apress, 2015. http://dx.doi.org/10.1007/978-1-4842-0808-3_9.

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Garnica, Gustavo. "Answers to Sample Questions." In Oracle WebLogic Server 12c Administration I Exam 1Z0-133. Apress, 2017. http://dx.doi.org/10.1007/978-1-4842-2562-2_17.

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Danturthi, R. Sarma. "Practice Test and Answers." In 70 Tips and Tricks for Mastering the CISSP Exam. Apress, 2020. http://dx.doi.org/10.1007/978-1-4842-6225-2_9.

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Dyer, Dr Karen. "1. Exam Skills for Success in Tort Law." In Concentrate Questions and Answers Tort Law. Oxford University Press, 2019. http://dx.doi.org/10.1093/he/9780198745297.003.0001.

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Each Concentrate revision guide is packed with essential information, key cases, revision tips, exam Q&As, and more. Concentrates show you what to expect in a law exam, what examiners are looking for, and how to achieve extra marks. This chapter discusses ways to achieve a good grade for a law exam. The basis for a good grade in tort law is a detailed understanding of the law of tort and developing a systematic approach to using one's knowledge of law to answer examination questions. The preparations for success include attending all lectures and seminars/tutorials; reviewing previous exam papers; start revising early; and being aware of the date, time, and venue of the exam.

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Allen, Mischa. "8. Secondary Liability and Inchoate Offences." In Concentrate Questions and Answers Criminal Law. Oxford University Press, 2016. http://dx.doi.org/10.1093/he/9780198745204.003.0008.

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The Concentrate Questions and Answers series offers the best preparation for tackling exam questions. Each book includes typical questions, diagram answer plans, suggested answers, and author commentary. This chapter presents sample exam questions on inchoate offences and accessories, along with suggested answers. The doctrine of joint enterprise is also considered. Inchoate offences and issues of accessorial liability can feature on exam papers in the form of questions dealing with discrete topics, but typically they will feature as part of a problem question dealing with a range of substantive offences. For this reason candidates sometimes fail to prepare properly to deal with these areas. There is also the fact that accessorial liability is amongst the most confusing and conceptually difficult areas of criminal liability.

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Conference papers on the topic "EXAM PAPERS WITH ANSWERS"

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Barana, Alice, Marina Marchisio, and Matteo Sacchet. "Effectiveness of Automatic Formative Assessment for learning Mathematics in Higher Education." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13030.

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The health emergency due to COVID-19 has highlighted the need of new and flexible digital methodologies for learning and teaching Mathematics, which can support the individual student’s needs and help shape education. In this paper, we propose to use Automatic Formative Assessment (AFA) activities designed according to an innovative model, framed on the theories of formative assessment and feedback. The model includes: availability of the activities and multiple attempts; algorithmic questions; open mathematical answers; contextualized tasks; immediate and interactive feedback. We analyzed an experience using AFA in a blended module in Mathematics for 96 first-year students in Biotechnology. We collected data from the platform on grades and attempts of AFA activities and cross-checked them with the final exam grades. The results show that the feedback gained from AFA helped students improve their performance and supported them in the exam preparation. In light of these results, we can conclude that similar activities can be an effective solution to support students’ self-study during and after the pandemic.

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Tetik, Müge, Mikael Öhman, Risto Rajala, and Jan Holmström. "Game-based learning in an Industrial Service Operations Management Course." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8095.

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This study explores how a game-based approach supports students’ learning in a graduate course on industrial service operations management. Aalto Manufacturing Game (AMG) has been played for several years as a part of an Industrial Management course to provide students with a realistic view of industrial services and asset management. The game illustrates supply chain dynamics and asset management challenges, with a focus on the quality deterioration problem in service provision (Oliva &amp; Sterman, 2001). In this paper, we evaluate the effect of AMG on participants’ learning based on game session feedback and written exam answers. We also evaluate the game as a learning experience trough feedback, observations, and interviews. The findings suggest that the gamified version of teaching provides students with the opportunity to learn by doing while having fun in the class. The game enables participants to socially construct knowledge, raising the effectiveness of teaching supply chain challenges by simulating real world problems from different perspectives of actors involved in operations. Based on our research we argue that the game enhances the learning experience through emotionally engaging students in the activity. To this end, the learning objectives should be embedded in the game dramaturgy.

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Hsu, Ting-Lun, Shih-Chieh Dai, and Lun-Wei Ku. "Exam Keeper: Detecting Questions with Easy-to-Find Answers." In WWW '19: The Web Conference. ACM, 2019. http://dx.doi.org/10.1145/3308558.3314130.

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Pratama, Regi, Munir Munir, and Rani Megasari. "Detector Similarity Answers Between Students on Essay Digital Exam System." In Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-10-2019.2296348.

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Maryska, Milos, Petr Doucek, and Lea Nedomova. "Comparison of Applicant's Results for Studies from Russia and Vietnam at the University of Economics, Prague." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3708.

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Aim/Purpose: The aim of this paper is analysis of applicants for study at the University of Economics, Prague (UEP) that are coming from foreign countries. The second aim is to learn the graduation rate of foreign students. Background: Knowledge about applicants results are important for changing entrance exams according to the changing situation in high school education systems and according to the changing requirements coming from teachers at UEP. The background question is, if the both components of entrance exams should have the same significance. Methodology: Entrance exams results were analysed for 2009-2016 period. We used standard statistics methods supported by the IBM SPSS tool and Microsoft Excel. All data were processed by way of Microsoft SQL Server. We analyzed the faculties that require Mathematics and English entrance exams. We are comparing mainly results of applicants from Russia and Vietnam. For graduation rate estimations the logit model approach has been applied. The data for our analysis came from UEP information systems and hard-copy applications and were then set anonymous. Contribution: Detailed analysis of situation at the UEP and guideline on how to process similar research at another universities. Paper offers comparison of Russian education system results in Mathematics and English with the education system of Vietnam. Further contribution is for Vietnamese potential applicants for study in the Czech Republic. Findings: Based on our analysis, we concluded that total number of applicants for studies was 109,996 students at the UEP during the analyzed period and applicants from Vietnam 1,686 and from Russia 7,227. For studies were accepted 717 applicants from Vietnam (42.5%) and 1,986 applicants from Russia (27.5%). We were also able to prove a slightly positive correlation between the number of points obtained for the English entrance exam and the mathematics entrance exam. However, this correlation goes slightly downhill over time. Further findings are from logit model of correlation between number of obtained points and successfully studies completion. The border for effective acceptance of students from this data set is approximately 170 obtained points in entrance exam. Recommendations for Practitioners : This analysis offers results of entrance exams on UEP from English and Mathematics. Recommendation could be held in comparison of education systems efficiency in Russia and Vietnam in these two areas with reflection requirements on students of economy at University of Economics, Prague. Recommendation for Researchers: The way of analysis, number of analyzed sample, final data and conclusions from this research. Using logit model for study success rate modeling. Offer for cooperation in analysis of entrance exams data queues. Impact on Society: Comparison of entrance exams results on University of Economics, Prague between Russian and Vietnamese applicants for study in the area of economics. Comparison of education systems effectiveness in Vietnam and in Russia in relation to economics studies in EU country. Future Research: Process this analysis in longer period and extend for another countries and nationalities. Next step planned for this is year is analysis of relation among results of Mock Entrance Exams – Entrance Exams – Study Results. This is long-term plan. In next 5 years, we should be able to answer question if there is some probability, that students failed during standard entrance exams when these students pass mock exams for example because he was in stress?

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Yosrita, Efy, Yaya Heryadi, Lili Ayu Wulandhari, and Widodo Budiharto. "EEG Based Identification of Words on Exam Models with Yes-No Answers for Students with Visual Impairments." In 2019 IEEE International Conference on Engineering, Technology and Education (TALE). IEEE, 2019. http://dx.doi.org/10.1109/tale48000.2019.9225903.

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González-Conde, Joan, Nuria Codina, Rafael Valenzuela, and Jose Vicente Pestana. "Critical analysis and digital literacy in learning social psychology." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5513.

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This paper presents a teaching experience in social psychology learning, aimed at students’ acquisition of critical analysis and digital literacy competences at the University of Barcelona. The methodology consisted of asking each student to answer to a socially relevant question, by means of (a) identifying key underlying psychosocial processes and (b) searching for adequate keywords in scientific databases such as PsycNet and Sociological Abstracts, in order to (c) select and critically compare two relevant articles that could answer this question. The acquisition of these competences was assessed with a rubric and related questions in the final exam. Results indicated both the effectiveness of this approach to teach competences in digital literacy and critical analysis through motivating questions, and the translation of these competences in other situations. This approach also showed to be more effective in teaching these ompetences than only giving lectures. This methodology is promising, as it provides an answer to how to give future professionals competences in answering effectively and rigorously to socially relevant problems in the Information Society.

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Dasigi, Pradeep, Kyle Lo, Iz Beltagy, Arman Cohan, Noah A. Smith, and Matt Gardner. "A Dataset of Information-Seeking Questions and Answers Anchored in Research Papers." In Proceedings of the 2021 Conference of the North American Chapter of the Association for Computational Linguistics: Human Language Technologies. Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.naacl-main.365.

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Janzen, Sabine, Wolfgang Maaß, and Tobias Kowatsch. "Finding the Middle Ground - A Model for Planning Satisficing Answers." In Proceedings of the 54th Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers). Association for Computational Linguistics, 2016. http://dx.doi.org/10.18653/v1/p16-1052.

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Stevens, Jon, Anton Benz, Sebastian Reuße, and Ralf Klabunde. "A Strategic Reasoning Model for Generating Alternative Answers." In Proceedings of the 53rd Annual Meeting of the Association for Computational Linguistics and the 7th International Joint Conference on Natural Language Processing (Volume 1: Long Papers). Association for Computational Linguistics, 2015. http://dx.doi.org/10.3115/v1/p15-1052.

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